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acquisition, which can be gained in two ways: intentionally or incidentally. Intentional vocabulary learning, as the name suggests, means to learn vocabulary knowledge consciously, for which learners learn vocabulary by deliberately engaging in memorizing word lists, doing exercises related to the vocabulary they have learned and so on. The main purpose is to master vocabulary knowledge, in which learners’ attention is focused on vocabulary. It is a way of committing lexical information into memory (Laufer, 2003). 

As opposed to intentional vocabulary acquisition, the concept of incidental vocabulary acquisition (IVA) is first proposed by Nagy, Herman and Anderson (1985), who conduct research on how children acquire their native language and find a pattern of vocabulary learning in children’s native languages, concluding that children’s vocabulary is acquired from incidental learning rather than deliberate memorization. Based on this, the Incidental Vocabulary Acquisition Hypothesis is proposed. Since then, other researchers have studied IVA from different perspectives and hold different views on it. So far, there is no uniform definition of IVA. To make the definition clear, some representative views concerning IVA are enumerated. 

2.2 Theoretical Foundations

This study adopts Dual-Coding Theory and Cognitive Theory of Multimedia Learning as the theoretical foundations. They are also used to analyze the research results. A detailed description of the two theories is provided in this section. 

2.2.1 Dual-Coding Theory

Dual-Coding Theory (DCT) proposed by psychologist Paivio (1990) postulates that human memory and cognitive systems are governed by verbal and nonverbal subsystems. The former is specially used to process verbal information, such as spoken or written words. The latter is dedicated to processing nonverbal information, such as pictures, symbols, objects, and events. The verbal and nonverbal system are both independent and interconnected. Independence means that verbal and nonverbal information can be evoked directly by words and images, or indirectly by verbal and image coding tasks. Interconnectedness means that the information stored in one system can activate relevant information in another system. In other words, the nonverbal system can be activated by words, and the verbal system can be activated by objects or images. For example, images can bring to mind the names of related things, and words often evokes the corresponding images in the brain. The independent and interconnected relationship between the two systems has a positive effect on vocabulary learning. The more often learners associate vocabulary with related nonverbal information, the stronger the connection between the two systems is, and thus the better they can consolidate words.

Chapter Three Methodology ........................... 23

3.1 Research Questions ...................... 23

3.2 Research Participants ............................. 23

3.3 Research Instruments ......................... 24

Chapter Four Results and Discussion ........................... 43

4.1 Results ..................................... 43

4.1.1 Results of Vocabulary Tests ......................... 43

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